RELIGIOUS WORLDVIEWS* SECULAR POLITICAL CHRISTIANITY ISLAM MARXISM HUMANISM CORRECTNESS Nietzsche/Rorty Sources Koran, Hadith Humanist Manifestos Marx/Engels/Lenin/Mao/ The Bible Foucault/Derrida, Frankfurt Sunnah I/II/ III Frankfurt School Subjects School Theism Theism Atheism Atheism Atheism THEOLOGY (Trinitarian) (Unitarian) PHILOSOPHY Correspondence/ Pragmatism/ Pluralism/ Faith/Reason Dialectical Materialism (truth) Faith/Reason Scientism Anti-Rationalism Moral Relativism Moral Absolutes Moral Absolutes Moral Relativism Proletariat Morality (foster victimhood & ETHICS (Individualism) (Collectivism) (Collectivism) (Collectivism) /Collectivism) Creationism Creationism Naturalism Naturalism Naturalism (Intelligence, Time, Matter, (Intelligence, Time Matter, ORIGIN SCIENCE (Time/Matter/Energy) (Time/Matter/Energy) (Time/Matter/Energy) Energy) Energy) 1 Mind/Body Dualism Monism/self-actualization Socially constructed self Monism/behaviorism Mind/Body Dualism (fallen) PSYCHOLOGY (non fallen) (tabula rasa) Monism (tabula rasa) (tabula rasa) Traditional Family/Church/ Polygamy/Mosque & Nontraditional Family/statist Destroy Family, church and Classless Society/ SOCIOLOGY State State utopia Constitution Anti-patriarchy utopia Critical legal studies Proletariat law Divine/natural law Shari’a Positive law LAW (Positive law) (Positive law) Justice, freedom, order Global Islamic Theocracy Global Statism Atomization and/or Global & POLITICS Sovereign Spheres Ummah Progressivism Anarchy/social democracy Stateless Interventionism & Dirigisme Stewardship of property Interventionism Communal Socialism ECONOMICS 3rd Way Socialism/Fascism Materialistic Naturalism Critical Theory & Dialectic Materialism God’s Plan of Redemption Determinism (Jihad) HISTORY Revisionism Revisionism Revisionism *Based on David Noebel’s Understanding the Times with modifications by R W Hawkins RELIGIOUS WORLDVIEWS* How to Use the Chart Each one of the elements within the Religious Worldview chart is a presuppositional truth-claim derived from the sources listed across the top. These presuppositions can’t be empirically proven but are accepted as “truth” by faith. For example, neo Darwinian evolution is not a proven truth-claim but is accepted as truth based on a deep seated belief system also referred to as a religion. Each of these worldviews, therefore, is a faith based religion attempting to explain and guide the whole of life and answer life’s ultimate questions: 1. Where did we come from? 2. What is the purpose of life? 3. What has gone wrong with the world? 4. What is the fix to correct the world’s problems? 5. What happens when I die? Logically, all these worldviews can’t all be correct without violating the law of non-contradiction. Our journey through life should entail the search for truth by testing the truth-claims we’ve accepted and discarding those that don’t conform to truth (reality). A goal of education, then, is to equip the student for this journey to be able to discern truth from the truth-claims of the competing worldviews. Six principles regarding truth are (from RZIM’s Foundations of Apologetics): 1. Truth is non-contradictory; it does not violate the laws of logic. 2 2. Truth is absolute; it does not depend upon any time, place or conditions. 3. Truth is discovered; we do not create it in our minds but rather it is something everybody can find. 4. Truth is descriptive; it is the agreement with our minds to reality via a coherent story or recall. 5. Truth is inescapable 6. Truth is unchanging The Worldview Battle For Truth – Verifying the truth-claims “In every discipline in mainstream academia, one finds a dominant worldview which is dominant not based on a consideration of the full range of evidence but because alternative worldviews have been pushed out of the way. Often, facts that would undermine the dominant worldview are suppressed, or simply not mentioned. It isn’t widely known, e.g., that artifacts, objects clearly made by human beings, have been found embedded in solid rock supposedly millions of years old. We aren’t referring to a mere handful of findings. If that was the case, we could dismiss them as mistakes or hoaxes. There are thousands of such cases, however. Beginning in the 1970s physicist and author William R. Corliss began archiving them. Corliss passed away in 2011, but his work remains available to anyone willing to go to the trouble of consulting it. Scientists have a very scientific way of dealing with anomalies. They lock them in backrooms of museum basements and forget about them. The Internet has made the dissemination of information about scientific anomalies more readily available, however. This creates problems for dominant paradigms in all areas of astronomy, biology, anthropology, and archeology. It also creates backlash, as those tied to dominant paradigms will launch online counterattacks to try to discredit alternatives. These will rely primarily on random mixings of different claims of varying validity, sarcasm, name-calling, all disguising the fact that authoritarian gestures have been substituted for actual argument.” http://www.newswithviews.com/Yates/steven182.htm .